Running Head: TECHNOLOGY USE IN READING INTERVENTION 8

Technology for Reading Intervention

Rolanda Eadie

EEA 534: Learning with Technology

City University of Seattle

Running Head: TECHNOLOGY USE IN READING INTERVENTION 8

Research Topic:​ How can technology be effectively used in reading when implementing a

response to intervention framework.

Keywords:​ response to intervention, technology, reading, instruction, differentiation,

Reference #1: Article

Esteves, K. J., & Whitten, E. (2011). Assisted reading with digital audiobooks for students with

reading disabilities.​ Reading Horizons, 51​(1), 21.

Esteves and Whitten give evidence that students with reading disabilities, can improve their

fluency through assisted reading using digital audio books, instead of giving time for the

traditional sustained silent reading (SSR). While many students are given time to read each day

in school, the benefit of audio books allow students to choose books at their own level and listen

to a fluent reader. They share how it is critical that children listen to fluent readers. Listening to a

fluent reading has gone from listening to a person, then to a cassette tape, and lastly to an MP3

player. Some of the limitations to their research was the size of their upper elementary school

groups that they were studying. They studied ten students in the control group as well as ten in

the technology assisted group for 8 weeks. Their findings however were consistent with other 6

researchers that they studied, who also showed improved fluency in children. Whether students

listened to stories below, at, or above their reading level, all students improved in their fluency

by listening to fluent readers on audiobooks. As fluency improves in children they so not have to

stumble upon words. Reading comprehension was not measured in this particular study but

Esteves and Whitten did comment that a student’s reading comprehension is linked to fluency.
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When children do not have to spend time decoding words the mind is available for understanding

of the text to occur. The conclusion was that audiobooks definitely play a positive role in helping

increase fluency and can be used as an assistive role in differentiated reading interventions.

Reference #2: Doctorate Study on Imagine Learning

Longberg, P. O. (2012). ​Evaluation of imagine learning english, a computer-assisted instruction

of language and literacy for kindergarten students ​(Order No. 3546832). Available from
ProQuest Dissertations & Theses Global. (1267746869). Retrieved from
http://proxy.cityu.edu/login?url=https://search-proquest-com.proxy.cityu.edu/docview/12677

46869?accountid=12​https://www.imaginelearning.com/blog/2016/06/imagine-common-core-sta

Ndards

Longberg begins her research by stating although computer assisted literacy for kindergarten

students has become a very appealing and sophisticated, she cannot find evidence to support that

it is effective or helpful. In particular, she focused her research on the Imagine Learning

program. Her study during a full year tested the results of 284 kindergarten students specifically

focusing on both the receptive vocabulary and the early literacy skills improvements.

Longberg explains that there is evidence to support that early reading success is a strong

predictor of later academic achievement. With that sense of urgency and the lack of professionals

available for the suggested 1:3 intervention ratio, digital solutions seem like a viable option. The
Running Head: TECHNOLOGY USE IN READING INTERVENTION 8

trouble is that there is little research on their effectiveness and if there is research available, it is

often from the company trying to sell the product and may be skewed as a selling feature.

The students were either given access to the Imagine learning program or access to other

subjects like science, social, art, music, or physical education. Then they switched for the second

half of the year. In her findings, the students were no further ahead when Imagine Learning was

used as an alternative teaching practice.

Her conclusions supported the use of the programs as well as other computer programs as an

opportunity for extended practice, and the bells and whistles of the program do not distract the

opportunities for learning. That the program is supplementing, not supplanting students. When

any computer program is being used, these were her recommendations:

1) Computer programs support a range of literacy components that are integrated and align

with classroom instruction.

2) The program balances the entertainment and education objectives.

3) If the program targets ELL, it needs to give children an opportunities to listen, speak,

read, and write in English.

4) The program should be implemented with fidelity and monitored carefully by teachers to

ensure that students are receiving all the potential benefits of the computer program.

5) The assessment component of the computer program should provide explicit instructional

feedback based on individual student performance.

Her research prompted me to look further into other research on the Imagine Learning

Program. Unfortunately, the only research that I could find was from the company site. The
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articles only showed part of the research and one must pay to see the rest of the paper. It struck

me as odd that a company would not allow the public to “freely” see the research it has to offer.

In Ponoka Elementary School, we use the Imagine Learning as one of the intervention tools

during our block each day that the teacher is working with a small group and students are reading

to self, reading through Raz Kids or on Imagine Learning. It has been a very motivating way for

students to work on language skills at their level.

The important part now is for teachers to look at the results of their students progress. The

program can help them see where their student’s alerts are so that the feedback from the program

can be used in conjunction with other elements of a teacher’s language arts program like word

work to make a significant difference.

In conclusion, Longberg makes excellent points about why and how computer programs can

enrich literacy and how they should be used in conjunction with excellent teaching and not

instead of. There is not one perfect program in the world that will work for all children. A

mixture of teaching techniques and tools like computer programs used with purpose is key to

help students excel and use their potential to the maximum amount possible.
Running Head: TECHNOLOGY USE IN READING INTERVENTION 8

Reference # 3, #4 and #5- Giving Students Choice in Reading Materials

Littlefield (2011 p. 1) notes,

Reading is the building block to all disciplines and numerous studies

have examined motivation and strategy use leading to increases in

reading comprehension (Borkowski et al., 1990; Chan, 1994; Guthrie,

Wigfield, Barbosa et al., 2004; Roeschl-Heils & van Kraayenoord, 2003;

Wigfield & Guthrie, 1997).

What motivates readers? Gail Boushey & Joan Moser, also known as “the two

sisters,” have researched the importance of giving children choice in their own

selection of reading material. In their “daily 5” routines, they recognize that choice

is highly motivating, leads to better comprehension and therefore is one of the

cornerstones of Daily 5. Boushey and Moser (2014, p.25) quote, “It appears that

students who are allowed to choose their own reading materials are more motivated

to read, expend more effort, and gain better understanding of the text.” (Guthrie,

quoted in Gambrell 2011, 175).

The two sister also deem it essential that students are taught how to choose a

“good fit book”. (Boushey & Moser, 2013 p.74). Students can follow and I PICK

acronym for selecting books that serve a purpose, are interesting, that students can

understand, and that they know most of the words in. Once students are taught how
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to choose a “good fit” book, the more choice that they can be given, the more likely

that they will be excited to find that just right book for them.

The other part of the Two Sisters expectations that they set for their students is

to hold themselves accountable for their reading. This does not mean to give

students unrelated worksheets and assignments but rather give them choice for

writing, or at least choice of book to read for the related writing experience.

Another author that is a huge supporter of ensuring that students have access

to books that they want to read is Richard Allington. Allington (2013) makes key

points that help struggling readers. He explains that the thing they need most is a

steady diet of high quality reading lessons with reading materials at the child’s

level. The students need to be leaving the school each day with a book that they

can​ read and ​want​ to read it. He stresses the importance of students having more

time to read and less time for worksheets or computer game based literacy

activities.

In conclusion, Allington (2013), Boushey & Moser (204) as well as Littlefield

(2011) all support the idea of students choice of reading. The mixed diet of

choice of what the Two Sisters call “A good fit book,” and having enough time

to actually read, coupled with a short writing piece that links their own choice of

book to a quality reading comprehension activity, is the key to increasing

motivation to read as well as comprehend and make meaningful connections

with the text.

Running Head: TECHNOLOGY USE IN READING INTERVENTION 8

Allington, R. L. (2013). What Really Matters When Working With Struggling Readers. ​Reading

Teacher​, ​66​(7), 520-530. doi:10.1002/TRTR.1154

Boushey, G. and Moser, J. (2014). ​The daily 5 second edition​. Markham, Ontario: Pembroke

Publishers.

Littlefield, A. R. (2011). ​The relations among summarizing instruction, support for student

choice, reading engagement and expository text comprehension ​(Order No. 3481907).

Available from ProQuest Central; ProQuest Dissertations & Theses Global; Social

Science Premium Collection. (908612968). Retrieved from

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8612968?accountid=1230